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First Published 2004 Indian Council of Philosophical Research Published by: INDIAN COUNCIL OF PHILOSOPHICAL RESEARCH Darshan Bhawan 36, Tughlakabad Institutional Area Mehrauli Badarpur Road New Delhi 110062 © Indian Council of Philosophical Research (ICPR) ISBN 81-85636-85-0 Catherine the Great Acknowledgements This monograph is part of a series on Value-oriented Education centered on three values: Illumination, Heroism and Harmony. The research, preparation and publication of the monographs that form part of this series are the result of the cooperation of the fol­ lowing members of the research team of the Sri Aurobindo Inter­ national Institute of Educational Research, Auroville: Abha, Alain, Anne, Ashatit, Auralee, Bhavana, Christine, Claude, Deepti, Don, Frederick, Ganga, Jay Singh, Jean-Yves, Jossi, Jyoti Madhok, Kireet Joshi, Krishna, Lala, Lola, Mala, Martin, Mirajyoti, Namrita, Olivier, Pala, Pierre, Serge, Shailaja, Shan­ karan, Sharanam, Soham, Suzie, Varadharajan, Vladimir, Vigyan. General Editor: KIREET JOSHI Author of this monograph: Ashatit We are grateful to many individuals in and outside Auroville who, besides the above mentioned researchers and general editor, have introduced us to various essays which are included in full or in parts in this experimental compilation. Our special thanks to Veronique Nicolet (Auroville) for her paint­ ing which we reproduced on the cover as well as in the preface. Cover design: Serge Brelin, Auroville Press Publishers The Indian Council of Philosophical Research (ICPR) acknowl­ edges with gratefulness the labor of research and editing of the team of researchers of the Sri Aurobindo International Institute of Educational Research, Auroville. Printed in Auroville Press, 2004 Illumination, Heroism and Harmony Catherine the Great General Editor: KIREET JOSHI · Illumination, Heroism and Harmony Preface The task of preparing teaching-learning material for value-ori­ ented education is enormous. There is, first, the idea that value-oriented education should be exploratory rather than prescriptive, and that the teaching­ learning material should provide to the learners a growing experience of exploration. Secondly, it is rightly contended that the proper inspiration to turn to value-orientation is provided by biographies, auto­ biographical accounts, personal anecdotes, epistles, short poems, stories of humour, stories of human interest, brief pas­ sages filled with pregnant meanings, reflective short essays written in well-chiselled language, plays, powerful accounts of historical events, statements of personal experiences of values in actual situations of life, and similar other statements of sci­ entific, philosophical, artistic and literary expression. Thirdly, we may take into account the contemporary fact · that the entire world is moving rapidly towards the synthesis of the East and the We st, and in that context, it seems obvious that our teaching-learning material should foster the gradual familiarisation of students with global themes of universal sig­ nificance as also those that underline the importance of diver­ sity in unity. This implies that the material should bring the students nearer to their cultural heritage, but also to the high­ est that is available in the cultural experiences of the world at large. 7 Illumination, Heroism and Harmony Fourthly, an attempt should be made to select from Indian and world history such examples that could illustrate the theme of the upward progress of humankind. The selected research material could be multi-sided, and it should be presented in such a way that teachers can make use of it in the manner and in the context that they need in specific situations that might obtain or that can be created in respect of the students. The research team at the Sri Aurobindo International Insti­ tute of Educational Research (SAUER) has attempted the cre­ ation of the relevant teaching-learning material, and they have decided to present the same in the form of monographs. The total number of these monographs will be around eighty to eighty-five. It appears that there are three major powers that uplift life to higher and higher normative levels, and the value of these powers, if well illustrated, could be effectively conveyed to the learners for their upliftment. These powers are those of illumi­ nation, heroism and harmony. It may be useful to explore the meanings of these terms - illu­ mination, heroism and harmony - since the aim of these mono­ graphs is to provide material for a study of what is sought to be conveyed through these three terms. We offer here exploratory statements in regard to these three terms. Illumination is that ignition of inner light in which meaning and value of substance and life-movement are seized, under­ stood, comprehended, held, and possessed, stimulating and inspiring guided action and application and creativity culminat­ ing in joy, delight, even ecstasy. The width, depth and height of the light and vision determine the degrees of illumination, and when they reach the splendour and glory of synthesis and har­ mony, illumination ripens into wisdom. Wisdom, too, has vary­ ing degrees that can uncover powers of knowledge and action, which reveal unsuspected secrets and unimagined skills of art and craft of creativity and effectiveness. Heroism is, essentially, inspired force and self-giving and sacrifice in the operations of will that is applied to the quest, 8 Catherine the Great realisation and triumph of meaning and value against the resist­ ance of limitations and obstacles by means of courage, battle and adventure. There are degrees and heights of heroism deter­ mined by the intensity, persistence and vastness of sacrifice. Heroism attains the highest states of greatness and refinement when it is guided by the highest wisdom and inspired by the sense of service to the ends of justice and harmony, as well as when tasks are executed with consummate skill. Harmony is a progressive state and action of synthesis and equilibrium generated by the creative force of joy and beauty and delight that combines and unites knowledge and peace and stability with will and action and growth and develop­ ment. Without harmony, there is no perfection, even though there could be maximisation of one or more elements of our nature. When illumination and heroism join and engender relations of mutuality and unity, each is perfected by the other and creativity is endless. Catherine the Great was indeed heroic in her devotion to work till the very end of her life. She looked for illumination through the vast correspondance she kept, despite her punish­ ing schedule, with many philosophers and luminaries of her time. She wanted to do the best for Russia, her adoptive coun­ try. And in this vast undertaking, she expressed a mesure of har­ mony through her remarquable achievements. In the perspective of humanity's evolution, she stands as an example of what one woman's unshakable faith, confidence in her destiny and own inner lights, can achieve over obstacles, failures and enemies. For all in all, she governed alone, doing her utmost to the end when she collapsed of a heart attack. As a force in action, remarkably intelligent, intuitive and pragmatic, she had an uncanny way to see, to attract and to use only the people, things and circumstances that could serve her purpose. And her purpose was, to the last, to make Russia great. She was a visionary and had the power to manifest her vision; she was a creative force and a builder and therein lies her greatness. 9 Catherine II the Great (Painting by Johann Baptist Lampi the Elder -1793) Catherine the Great Introduction In England the period of the New Monarchy from Edward IV to Elizabeth, in France the great Bour­ bon period from Henry IV to Louis XI"V, inSpain the epoch which extends from Ferdinand to Philip II, in Russia the rule of Peter the Great and Catherine were the time in which these nations reached their maturity; formed fully and confirmed their spirit and attained to a robust organisation. And all these were periods of absolutism or of movement to abso­ lutism and a certain foundation of uniformity or attempt to found it. This absolutism clothed already in its more primitive garb the reviving idea of the State and its right to impose its will on the life and thought and conscience of the people so as to make it one single, undivided, perfectly efficient and per­ fectly directed mind and body. Sri Aurobindo - The Ideal ofHuman Uniry Catherine was born in 1729, as Princess Sophia of Anhalt­ Zerbst, the elder daughter of an obscure, noble German family. She died in 1796 as Catherine the Great, Empress of Russia. At the age of 14, she was summoned to the Russian court by the Empress Elisabeth, to be groomed as the future bride of the Grand Duke Peter, son of Elisabeth and heir to the throne. Falling in love with her new country, and its people, she identified fully with it, revoking her austere Lutheran faith and whole-heartedly 11 Illumination, Heroism and Harmony embracing the orthodox religion. For years, conscious of being no ordinary woman, she had nursed, deep within, the ambition to be great and do greatthings. Russiabecame her opportunity. At the age of 33, she came to the throne and reigned 34 years, driven by aprodigious, superhuman life-force, which made the sec­ ond halfof her life undoubtedly the most spectacular, the most well­ known, and the most brilliant, not only in Russia but throughout eighteen-centuryEurope. Gradually stripping away her prejudices, scruples1 and sense of shame, beliefs and principles of the past, she realised a dream few women in history have achieved: to rule as the absolute monarch2 of a great nation, that owed her crown neither to hereditary rights nor to the love of a reigning sovereign. As she herselfsaid, she was a self-made woman, for the Grand Duke's wife might have easily suffered the fate of so many other princesses who were the victims of an unhappy marriage and court intrigues.

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